E-cooperative problem solving as a strategy for learning mathematics during the COVID-19 pandemic

The aim of the article is to present the benefits of cooperative learning in mathematics in distance teaching conditions during the COVID-19 pandemic. In longitudinal studies, six math teachers formed a collaborative network and developed scenarios for three projects to be implemented by students on an educational platform. During their eight-week implementation, the principles of cooperative learning, using the methodical implications of the self-determination theory (SDT) have been followed. Mathematical problems were solved using the capabilities of the Teams platform. Among students (N = 104) from five sixth grades of primary school who took part in the study, measurements of social-emotional skills were carried out using the Distance Learning Climate questionnaire (DLC-21), designed for the study. The students have shown a high level of mathematical performance (84.8%), the significant increase of the relatedness to the group and the significant decrease in a sense of situational fear. The results also indicate a high level of students' sense of competence and satisfaction associated with the implementation of mathematical projects. The obtained results should be included in further research on the effectiveness of distance mathematics teaching methods.

Educational Environment as a Form for Development of Math Teachers Methodological Competence

The problem of forming the professional competencies of a math teacher in the process of his (her) training at the pedagogical university and in the system of continuing education is extremely relevant not only in Ukraine but also abroad. This is especially true for the methodological competence of teachers, which largely determines the quality of the educational process in general and student achievements in particular. To solve this problem, we propose to create an educational environment, which, in addition to math teachers, includes specialists in mathematics teaching methods from pedagogical universities, instructors of teacher’s in-service training courses, master’s students in pedagogical specialties, who, in particular, are trained in dual form of education. As the results of the experiment show, such educalional environment allows to realize professional training of mathematics teachers more effectively and qualitatively compared to traditional methods.

Affective Engagement of Higher Education Students in an Online Course

The present research studies the factors that have impacted the affective engagement of university students in an educational online course. It examines how the type of interaction (learner-learner, learner-instructor, and learner-content) and the type of engagement (behavioural, cognitive and affective) have influenced the affective engagement of the students in the online course. Nineteen university students majoring in teaching mathematics, who were enrolled in the course Mathematics Teaching Methods, participated in the present research. Two data collection tools were used: semi-structured interviews and reflections. To analyse the texts resulting from the interviews and reflections, inductive and deductive qualitative content analysis was used. The research results indicated that university students have experienced more positive than negative affective engagement in the three communicational channels used in this course to facilitate online learning, which were: synchronous lectures, forums and assignments. The results also indicated that these three types of interaction have positively influenced students’ affective engagement in the three channels, with that influence being different from one channel to the other based on the interaction type taking place. We suggest that specific types of engagement need to be attended to for positive affect to occur. Doi: 10.28991/esj-2021-01296 Full Text: PDF

The constructive methods of teaching mathematics

The problem of teaching mathematics in Lithuanian schools envisaged in this article. The teachers often use the teaching methods of behaviourism. The widely used teachingmethods of constructivionism in the world are appearing in Lithuanian schools too. There is talked how mathematics teachers can easier start to use new progressivemethods by using IT in this article. There is reviewing how start to use constructive mathematics teaching methods by using Geometer’s Sketchpad in this article. There was appeared some problems for teachers by using Geometer’s Sketchpad in schools. So these problems help to find new step of investigating Geometer’s Sketchpad in teaching mathematics – to built the various sets of dynamic sketches for teaching and learning mathematics in basic schools. More than 800 dynamic sketches have been developed within 9th and 10th grades mathematics curriculum. Now is preparing set of sketches for 11th and 12th grades. Some constructive methods of teaching mathematic by using these sets of sketches are discussed in this article.The methods of comparative analyze and of synthesis of scientificworks are used in this article.

Teaching Activities Implemented by Pre-Service Primary Teachers While Teaching Mathematics

The aim of this study is to determine the teaching activities of pre-service teachers in the course of mathematics teaching methods. All of the pre-service teachers have selected an attainment content from the primary (1-4) mathematics education curriculum at the beginning of the semester in the scope of mathematics teaching methods course. Data collection tools include prepared lesson plans and presentation notes by the students, as well as field notes of the researchers in addition to an observation form. According to the results obtained with descriptive statistics and content analysis, while the pre-service teachers were successfully performed in timing and taking into account of curriculum requirements, they were not adequately performed in problem posing and problem solving and also using alternative and appropriate evaluation methods.

PPROBLEMS OF PHYSICAL CONTENT, REDUCED TO A SYSTEM OF LINEAR EQUATIONS WITH TWO VARIABLES

Functional and graphic lines are one of the foundations of mathematics teaching methods. The advantage of this line is that the study of other important lines of mathematics is carried out through the prism of the concept of function. Based on the experience of teaching mathematics, we know that the concept of function is abstract and very difficult for students to understand, so in order to enhance the visualization of the researching objects and concepts when implementing functional and graphic lines, students need to increase the system of physical content tasks for studying and understanding functions. In school course of algebra, the functional-graphical method is rarely used for solving a system of equations with two unknowns, as well as for solving equations with two unknowns. The article deals with the problems of solving problems of physical content when studying a system of linear equations with two variables in school course of algebra. The emphasis is on the fact that the considered problems with physical content are interconnected with functionalgraphic lines in algebra and allow deepening the topic, revealing the practical content. The problems with physical content presented in the article are intended for studying linear functions of algebra and their graphs, studying functions, constructing and solving equations and a system of linear equations associated with these functions.

The use of modern mathematics teaching methods for the first three grades in Al-Shubak Brigade schools from the perspective of teachers in Jordan: دور أساليب التدريس الحديثة في تدريس مادة الرياضيات للصفوف الثلاثة الأولى بمدارس لواء الشوبك من وجهة نظر المعلمين في الأردن

This study aimed to reveal the role of modern teaching methods in teaching mathematics for the first three grades in Shobak brigade schools from the point of view of teachers in Jordan. The researcher used the descriptive-analytical method, where a research tool was designed consisting of three areas: Randomly selected, there were 55 male teachers and 74 female teachers. One of the most important results of the study is: The overall tool got an overall average (4.36 out of 5), and at the field level, the field of preparation for teaching got the highest average (4.70), then the field of learning methods with an average (4.16) and finally; The field of learning patterns averages (4.21), all of them rated (high), as shown that there are no statistically significant differences between the average grades of teachers and teachers in modern teaching methods of mathematics attributed (sex, educational qualification, and years of experience), while it was found that there are statistically significant differences between the average grades of teachers and teachers of modern teaching methods of material Mathematics according to the sex variable was in favor of males in the first and third areas, and the second area was in favor of females, the researcher made the following recommendations: The necessity of diversity in teaching methods, taking into account the interests of students and their inclinations and acquiring research and investigation skills, and the need to train students to use the means of information technology efficiently so that they can follow the rapid and growing development in science, the development of curricula in line with modernity and contemporary requirements.